Empirical Study On Error Correction Through Cooperative Learning In The Seventh Grade EFL Classroom

This study combines error correction and cooperative learning in an effort to create a better educational experience for seventh graders. The goal of this study is to reveal a link between error correction through cooperative learning and pleasant and effective learning experiences of seventh graders, the result of which should be increased motivation among the study participants.The purpose of the experiment cited in this paper is to gauge the effectiveness of error correction through cooperative learning in the seventh grade EFL classroom, in the following areas:retained knowledge, motivation, and attitude toward making errors and correcting them. A pretest/post-test group research design is utilized. The sample population consisted of two classes of seventh graders from Juren Training School in Beijing. There are thirty students involved in this study. The experimental group practiced error correction through cooperative learning for one semester in a real-world setting. The steps for teaching with this method are as follows:linking theory to practice by using realistic examples, including things the students are familiar with and interested in; presenting questions in order to test students’present knowledge and also to provide an opportunity for constructive errors to be made; encouraging guessing among students, so the diversity of the students’experiences can be expressed, and new errors can be made and corrected; discussion of the new hypotheses; testing the new hypotheses against rules that have already been learned; drawing conclusions from the combination of new and previously learned material.The control group was taught using the traditional method of teacher-centered grammar translation, error correction and explanation.This study collects data from one pretest, one post-test, a questionnaire about students’attitudes towards errors and error correction preferences, and a subsequent student interview. The statistical tool of the tests is used to determine whether there are significant inter-and intra-group differences. The results of the students’scores and improvement of their performance in the English classroom show the experimental group outperformed the control group significantly in the areas of academic achievement and motivation.The major findings of this study suggested that the seventh graders expect a relaxing and an effective way of correcting errors and error correction through cooperative learning helped significantly to enhance their motivation toward learning English and gain better academic achievements. Based upon the conclusion drawn from the study, error correction through cooperative learning is thus recommended to be integrated in seven grade’s English instruction. Pedagogical implications for the application of error correction through cooperative learning are proposed. Finally, suggestions for future research are recommended.